Positive Feedback Forgotten Classroom Practice

There are many different obstacles autism spectrum individuals have to overcome in their daily lives; social insecurities, eye contact, appropriate spatial awareness etc. But in most cases, their biggest hurdle is mostly their communication skills; it’s been shown that communication impairment is at the heart of autism spectrum disorder (ASD) and that children with ASD can show a wide range of communication skills as discussed by Agius and Vance (2015). According to Agius and Vance, there is up to a 30% positive diagnosis of children with ASD who will forever remain nonverbal (no consistent verbal communication). With such a high percentage of ASD children it is recommended that their communication and learning needs are to be addressed by using the Picture Exchange Communication System (PECS), it has been shown as an effective intervention that addresses individuals with ASD and their learning and communication needs (Ogletree, Morrow-Odom, & Westling, 2015). PECS has helped children and young adults with ASD communicate with those around them; their teachers, peers, parents etc.

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false

In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students.

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

A well-known ASD adult, Temple Grandin suggests caregivers of ASD children that if the environments are organized to the “think in pictures” nature of ASD children, learning will be a lot easier for such children. She explains this nature to the Language-based thinkers as she translates every word that she hears or reads into the pictures and even movies. (Grandin, 1996) According to literature reviews conducted by Dettmer (2000) and Meadan(2011), the researches up to date the papers were published, agreed on the success of using visual supports to aid ASD children to social interactions, sequence and organize their life, transitions between activities, maintain attention, auditory processing, and behavioral challenges (Dettmer et al.,

Thank you for sharing your thoughts on this DQ. As always, I enjoyed reading your perspective. I wanted to comment on a couple of points you made. First comment I want to mention is your statement “I believe that many educators feel that if they can get a child’s behavior under control, they will then in turn be able to move on and focus on academics. This is typically why the focus is primarily on controlling inappropriate behavior.” I agree with you on this. I believe that initially, teachers with students with EBD feel that they can easily or quickly control a student’s unwanted behavior to the point where it does not effect his or her academic instruction. However, as we learned from our reading this can be just the

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

In a therapeutic situation, these types of interactions become the basis of growth. As therapists identify the patterns of behavior, they also explore the different levels of affect associated with the pattern and seize moments of available interactive opportunities. This process serves as a foundation for representational opportunities and capacities. The chapter has made it clear to me that the obvious similarity between special education classrooms and clinical settings is that both teachers and clinicians deal with human beings with individualized patterns of behavior. Feelings and emotions are universal. Patterns of behavior happen across many facets of

There is a continuum of “next to none and these are individuals who identify vague pictures, semi specific pictures and specific pictures” (Grandin 13). This was an interesting perspective to learn about realizing that people with autism process their thoughts with pictures differently and there are stages that explains their thoughts. In the Book, the author stresses that teachers who work with Autistic children need to understand associate thought patterns. For example, a child will signal he needs to go outside by saying dog. Dog is associated with going outside.

In the classroom I observe in, the teacher uses positive reinforcement to promote good behavior. The teacher is an older woman who has been teaching for over 40 years. She is a sweet lady who is set in her ways and is trying her hardest to keep up with her young co-workers on the new technology and different classroom management techniques they are presenting. During her literacy instruction, students are often talkative and tend not to pay attention. To guide the students back on task, the teacher has her students move their clip down, or my favorite thing she does is say “I love the way that ____ is sitting quietly and doing their work.” So many times I’ve heard in school that this is an effective way for teachers to prompt students to get back on track, but this is the first time that I have seen it implemented. I believe that this strategy works for younger students, but eventually in the older grades students start to make fun of the ones who get called out by the teacher.

Effective instruction for students with EBD requires consistency in delivering, monitoring, and adapting instruction beyond what is often feasible in a regular classroom. Because of these challenges, it is understandable that when working with students with EBD in general education settings, teachers rarely modify their instruction (Gunter, Kenton- Denny, & Venn, 2000; Landrum et al., 2003; Levy & Chard, 2001). The purpose of the present article is to present teachers with a repertoire of evidence-based strategies that